What is it about?
This study explores why parents decide to enroll their children in dual language immersion programs using the theory of planned behavior. It examines how attitudes, social pressures, and perceived control influence parents' decisions. Results show that positive attitudes toward bilingual education and a sense of control over the enrollment process significantly increase the likelihood of participation. The study highlights practical and informational barriers that prevent some families from enrolling their children.
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Why is it important?
Dual language programs are highly effective in promoting bilingualism, academic achievement, and cultural awareness. However, not all families take advantage of these programs, often due to logistical challenges or limited awareness. This research provides actionable insights for schools and policymakers to increase enrollment, ensuring equitable access to the benefits of bilingual education.
Perspectives
This work reflects my interest in understanding how parents make decisions about their children's education and how we can address barriers to access. By focusing on attitudes and practical challenges, we hope this study inspires educational leaders to create more inclusive and accessible dual language programs, empowering all families to embrace the benefits of bilingual education.
Dr. Alejandro L. Vázquez
University of Tennessee Knoxville
Read the Original
This page is a summary of: Predicting participation in dual language immersion using theory of planned behavior, Bilingual Research Journal, January 2018, Taylor & Francis,
DOI: 10.1080/15235882.2018.1425935.
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